Guest Column: Practicing Inclusive Excellence

Guest Column: Practicing Inclusive Excellence

By Jesús TreviñoOffice for Diversity and Inclusive Excellence
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Jesús Treviño
Jesús Treviño

Editor's note: This guest column begins an occasional series that will explore diversity and inclusiveness at the University of Arizona.

As I settle into my new appointment as the vice provost for inclusive excellence and the senior diversity officer at the University of Arizona, I want to share my thoughts about the state of diversity and inclusiveness from my vantage point.

Upon announcing my acceptance of this position to friends and colleagues across the nation, I received a collective pronouncement from them about the great stature of this institution, and how fortuitous it was for me to be afforded the opportunity to work here. I find credence in their statements as I see nothing but opportunity in the area of diversity and inclusiveness. I am also heartened by the passion of the UA faculty, staff and students who are studying, teaching and conducting research relating to issues of diversity and inclusivity.

I find that there is tremendous momentum for positive change in the area of diversity across the University, spurred by student protests and the commitment of the UA community and leadership to improve. I believe that my arrival at this institution was opportune for supporting and continuing the important work of diversity and inclusiveness already underway prior to my arrival.

As many of you know, I came to the UA to practice and implement inclusive excellence, known as IE, which is a new way of conceptualizing and practicing diversity and inclusiveness on college campuses. As articulated and endorsed by the Association of American Colleges and Universities, an inclusive excellence institution perceives diversity as a resource that offers tremendous benefits and subsequently works toward cultivating, utilizing and embedding diversity and inclusiveness in all areas of the institution. By achieving and maintaining diverse bodies of students, staff and faculty, along with creating an inclusive climate, an IE institution successfully connects with the reality of our evolving society and makes positive contributions to this consortium.  

Practicing Inclusive Excellence

The first step in using an IE model is to move away from using a simplistic definition of diversity in favor of a more inclusive, comprehensive and omnipresent notion of diversity and inclusiveness. Second, diversity and inclusiveness are conceptualized as academic excellence (to practice diversity and inclusiveness is excellence). Third, practicing IE becomes the responsibility of everyone on campus, not just one person or unit. Fourth, IE moves an institution away from conceptualizing diversity only in terms of numbers of diverse constituents. While representation of underrepresented communities is still critical, the focus shifts to the recruitment of students, staff, faculty and upper administrators on the basis of potential contributions to diversity and inclusiveness.

To achieve the four steps described above, IE focuses on the systemic structural cultural transformation of a university into a vibrant community that embeds diversity and inclusiveness throughout the institution. This includes but is not limited to demographics, curriculum, policies, enrollment, pedagogy, financial resources, student learning outcomes, leadership, training, retention, athletics, marketing, technology, student advising, traditions, artwork, campus climate, communications, administration, recruitment, promotion and tenure, community outreach, assessment, and institutional advancement.

Inclusive Excellence Metaphorically Explained

The transformational change envisioned by IE, which encompasses and distinguishes between diversity and inclusiveness, can be summarized metaphorically via a dance: Diversity is like being invited to a dance whereas inclusiveness is actually being asked to dance. Taking this metaphor further, we can say that, in order for the dance to be successful, the ballroom (institution) has to be renovated and retrofitted (i.e., systemic structural cultural transformation) to welcome all dancers. Additionally, the dance instructors (i.e., faculty and staff) have to begin playing new music and teach new dance moves to create an ideal environment for inclusive dancing to take place. Here, it would also be a benefit to hire new and diverse dance instructors. Incidentally, the new instructors and dancers themselves bring new and distinct music and dance routines (i.e., the benefits of diversity), which lead to more innovative and creative dancing. In the end, a successful dance will not take place without the ballroom managers and directors (e.g., president, provost, vice presidents, deans, department heads) sending a powerful message of support that all of the above is critical to the future of the dance.

Over the next several weeks and months, deans, vice presidents, diversity committees, students, staff and faculty will be engaged in the "renovation of the ballroom" and the contributions that they might make to achieve inclusive excellence. Ultimately, the goal is to create a university that is proactively engaged in addressing issues of diversity and inclusiveness with the aim of preparing all our students to be leaders in highly diverse settings.

Welcome Celebration

If you would like to learn more about inclusive excellence on our campus, please join the Office for Diversity and Inclusive Excellence for a celebration of inclusive excellence on Oct. 24, from 4:30-6:30 p.m., in the North Ballroom of the Student Union Memorial Center (RSVP here).  At the event, I will discuss IE in more detail. Provost Andrew Comrie and Tannya Gaxiola, assistant vice president for community relations and co-chair of the UA Diversity Task Force, will be in attendance. Join us for refreshments and good conversation, and please introduce yourself. I would love to hear your thoughts on inclusive excellence.

Jesús Treviño is vice provost for inclusive excellence and the senior diversity officer at the University of Arizona.

 

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